Academics at Champion

Mrs. Kendrick’s class took a field trip to BloodSource.

Students will learn the four steps to an art critique. They will learn the elements and principles of art through the, and class discussion. They will participate in oral, written, and group discussions about the elements, principles and interpret art works in a variety of media and time periods. Students will critique their own work as well as those of their peers. Students will be expected to visually and when appropriate tactilely explore works of art to expedite their analysis. Students will make judgments about the aesthetic value of art pieces, professional, peer group, and personal, as part of their art critiques. These will be both oral and written.
Students will apply these same art principles to creation of their own art works. They will be learning basic art techniques which they will be expected to translate into original works of art in a variety of media both in 2 and 3 dimensional projects. These will include, charcoal, colored pencil, pen, water color, acrylics, ceramics, mosaics of paper and tile, glass painting, cartooning, creation of geometric figures, bead work, and textile design. They will be required to include both self study and cultural influences into some of their art, and write about the reasons for these.
Written research will be required on artists from different cultures, time periods, and artistic styles. Research will include biographical sketches, historical time period summaries, and how the culture influenced and/or was influenced by the artist’s work. Students will also be required to participate in class discussions of how culture influences art style and translate these concepts into some of their own works of art using today’s cultural, historical, moral, and religious symbols.
Students will include possible career applications to various art projects and include the skill sets learned in the creation of these works, as part essays and oral discussions. Guest speakers will show connections between art and other disciplines, such as mathematics, by teaching techniques used in the creation of art pieces. Students will evaluate problems and their methodology for solving these problems, when creating independent projects. They will report these both in written and oral formats. Field trips to local art workshops will enhance the students analyzing, judging, problem solving skills as well as experience career connections first hand.

Spring Semester Bible 10 will focus on applying key biblical principles in our personal everyday life and in interacting with the world around us.  We will also complement what the students have been learning in 10th Grade World History and see the development of the nations through the God’s Word.  Bible 10 students will receive opportunities to serve at John McManus Elementary School on “B Schedule” Fridays.

Spring Semester Bible 11 will continue where we left off last semester and apply key Biblical principles in our personal everyday life and in interacting with the world around us.  We will also complement what the students have been learning in 11 Grade United States History and understand the development of America through God’s Word.  Bible 11 students will also have opportunities to serve at John McManus Elementary School on “B Schedule” Fridays. 

Spring Semester Bible 12 will continue where we left off last semester and apply key Biblical principles in everyday life including in our world, nation & government in order to better prepare the students for life beyond high school.  We will focus on understanding of how other faiths/religions, philosophies, world views and cultures view Jesus Christ and learn more regarding how the Bible separates itself with ALL other religious teachings/texts.  Bible 12 students will also have opportunities to serve at John McManus Elementary School on “A Schedule” Fridays. 

Spring Semester Bible 9 will continue where we left off last semester and apply key Biblical principles in everyday life in the 21st Century World.  This semester we will discover greater truths in the Word of God through history and geography.  Bible 9 students will learn about some of the ancient lands and several modern nations, including the United States, and how God of the Scriptures has shaped history, cultures, and individuals.  In addition to the Bible, we will use other texts (such as geography books), maps, charts and graphs.  The main goal will be to discover how “His Story” has always shaped history in the past and today. 

Champion students summarize their testimony with Auction-goers.

I have been at Champion since July of 2006. I earned a BA degree in music from Westmont College and before coming here was a Bible Study Fellowship teaching leader for 6 years. I am the Registrar here at Champion.  My appreciation for Champion runs deep.  When hired I was able to have my daughter come for her last 2 years of high school.  Having her brothers attend public school and my daughter 2 years at a public high school I was able to experience/witness the contrast between the public and Christian environment as well as the smaller class size.  I asked my daughter what she appreciated about Champion.  Hands down it was the freedom to express Christian values and more pointedly the absence of gang activity and general lack of morals endured in the public school.  Here I witnessed her being accepted and loved by fellow students.  As a parent I appreciated the personal involvement of her teachers encouraging her even in her most difficult classes.  For me working here is a God given privilege.  To be able to encourage students in their faith walk, and provide them with a working knowledge of scripture is a wonderful challenge and joy.

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Brief course description
Students will observe, respond, create and critique elements of the theatre.  They will write, act, direct and design sets for both formal and informal productions.  These productions will use both traditional theatre methods and electronic media formats.

Supplemental textbooks:
Introduction to Theatre Arts, by Suzi Zimmerman, Meriwether Publishing Ltd.. Introduction to Theatre Arts 2, by Suzi Zimmerman, Meriwether Publishing Ltd., Acting Up in Church, by M.K. Boyle, Meriwether Publishing Ltd.

Course Description:
Introduction to Theatre Arts will provide students with an overview of the various elements of the theatre.  Students will be introduced to theatrical vocabulary, acting, writing, set design, and directing both formal and informal productions.  This course will have students critique both professional and their own school productions, these will include traditional classic works of theatre, film/video, and other electronic media as well as non-traditional works.  As part of learning to evaluate theatre students will analyze how the theatre has influenced and/or has been influenced by cultures.  Cultural analysis will include historical and contemporary productions.

Students will analyze economic principles that have shaped our world past and present. Students will use the textbook sources along with outside primary and secondary sources to compare the impact of international trade, economic systems, fiscal policy, money and banking in the world. This course will be student-centered providing opportunities for critical thinking and questioning of economic principles. Students will have the opportunity to study economic events and differing perspectives from people who were involved in or affected by these events. The emphasis will be for students to develop an understanding about the events that shaped the world we now live in and what alternatives options were available and not used that may have changed their outcomes.
Students will gain new insights about the economy, our government, and other world economies. Themes will be used as springboard to understanding the elements of economics and how they function. Themes like; entrepreneurs, factors of production, science & technology, cause and effect, government, and conflict,
The semester will cover scarcity, supply, demand, and opportunity cost to understand how these drive our wants. Students will analyze the factors of production along with Capitalism, Mercantilism, Socialism and Communism to better understand these economies, the people responsible for developing these economies and how and why each one was created. Students will compare the Economy of the United States with other countries in the world to discover how international trade and global economics influences the United States Government and Economy. Students will compare several entrepreneurs in order to see what they have in common and why they were successful. Each student will research an entrepreneur and report about how they have impacted our world and economics.
Students will follow several stocks in the Stock Exchange for several weeks to better understand how the Stock Exchange operates. They will create charts to show the progression of their stock picks and present to the class their success or lack of success. They will speculate on what created their stocks success or lack of success.
The major research project will be creating a brochure describing one of the alternative forms of energy available to the government and people to use. The brochure will include the history of the form of energy, how this energy is produced and how it works, the costs of producing this form of energy and the cost per kilowatt to operate, the negative impact on the environment and people, the positive impact of this form of energy, and their opinion about the form of energy. Student will orally present their brochures to a panel of people who will grade the presentation using the school’s rubric for oral presentations. The panel will ask questions of the students to gain further knowledge about the student’s knowledge of the form of energy.

Economics in action – each student will prepare an income tax return, prepare a financial aid packet for college, prepare to rent an apartment, analyze the drawbacks to borrowing money, and prepare a resume. Each student will research a Fortune 500 Company and present the research in a paper, and orally to the class.
The class will emphasize critical thinking skills like reading charts and graphs and analyzing economic cartoons. The class will also focus on reading, writing, and vocabulary. Current events will be part of the classroom experience.

The purpose of this course is to help motivate students to become lifelong learners as they develop a deeper and more diverse appreciation for good literature. Students improve their vocabulary, grammar, spelling, writing, speaking, reading, and teamwork skills. They are exposed to a variety of writers and writing styles from different time periods and areas of the world. Throughout the course, students are expected to apply their critical thinking skills toward literature of the world, their own culture, and literature as relevant to their world view.
Written and oral communication are a focus of this course, which involves debating, discussion, research, defending one’s opinions and/or beliefs, critically evaluating through use of oral presentations, PowerPoint presentations, written assignments, editing manuscripts, peer editing, questioning, answering, substitutions drills, role playing, dramatic presentations and/or readings, videos, creating “lost chapters or deleted scenes.” Students also hone their listening skills as audience members and/or teammates in the above activities.

The purpose of this course is to help motivate students to become lifelong learners as they develop a deeper and more diverse appreciation for good literature. Students improve their vocabulary, grammar, spelling, writing, speaking, reading, and teamwork skills. They are exposed to a variety of writers and writing styles from different time periods and areas of the world. Throughout the course, students are expected to apply their critical thinking skills toward literature of the world, their own culture, and literature as relevant to their world view.
Written and oral communication are a focus of this course, which involves debating, discussion, research, defending one’s opinions and/or beliefs, critically evaluating through use of oral presentations, PowerPoint presentations, written assignments, editing manuscripts, peer editing, questioning, answering, substitutions drills, role playing, dramatic presentations and/or readings, videos, creating “lost chapters or deleted scenes.” Students also hone their listening skills as audience members and/or teammates in the above activities.

The purpose of this course is to help motivate students to become lifelong learners as they develop a deeper and more diverse appreciation for good literature, specifically English literature. Students improve their vocabulary, grammar, spelling, writing, speaking, reading, and teamwork skills. They are exposed to a variety of writers and writing styles from different time periods and areas of the world. Throughout the course, students are expected to apply their critical thinking skills toward literature of the world, their own culture, and literature as relevant to their world view.
Written and oral communication are a focus of this course, which involves debating, discussion, research, defending one’s opinions and/or beliefs, critically evaluating through use of oral presentations, PowerPoint presentations, written assignments, editing manuscripts, peer editing, questioning, answering, substitutions drills, role playing, dramatic presentations and/or readings, videos, creating “lost chapters or deleted scenes.” Students also hone their listening skills as audience members and/or teammates in the above activities.

The purpose of this course is to help motivate students to become lifelong learners as they develop a deeper and more diverse appreciation for good literature. Students improve their vocabulary, grammar, spelling, writing, speaking, reading, and teamwork skills. They are exposed to a variety of writers and writing styles from different time periods and areas of the world. Throughout the course, students are expected to apply their critical thinking skills toward literature of the world, their own culture, and literature as relevant to their world view.
Written and oral communication are a focus of this course, which involves debating, discussion, research, defending one’s opinions and/or beliefs, critically evaluating through use of oral presentations, PowerPoint presentations, written assignments, editing manuscripts, peer editing, questioning, answering, substitutions drills, role playing, dramatic presentations and/or readings, videos, creating “lost chapters or deleted scenes.” Students also hone their listening skills as audience members and/or teammates in the above activities.

To provide students with the knowledge of how physical geography affects the political and economic features of countries and the way of life of their peoples. To teach students how physical features affect climate, vegetation, history, economics and human lifestyle. To help students produce a clear mental map of the main countries and regions of the world. To equip students for further learning in other areas.

COURSE OBJECTIVES:
Students will be able to:
1.  Identify the five oceans and seven continents and their major physical features.
2.  Explain the primary characteristics of the eight world culture regions.
3.  Identify the regions within the eight world regions, such as Western Europe’s four parts (British Isles, Scandinavia, Continental Europe, and Mediterranean Europe).
4.  Identify the major countries in the world.
5.  Identify every major city and capital in the world.
6.  Identify Regions within each major country, especially the United States, Canada, the United Kingdom, and Australia.
7.  Associate with each major country Major land and water features, Famous buildings, Famous people, and World changing events.
8.  Interpret basic types of maps; physical relief, climate, land use, and population.
9.  Define and use basic geographic terms.
10.  Interpret common geographic tools, (topographic maps, flow charts)
11.  Describe the limits of maps in representing reality.
12.  Compare and contrast different regions using maps and facts from the geography course.
13.  Show the relationship between physical geography and human activity in any region.
14.  Explain the motivations behind modern conflicts, such as wars and tariffs.
15.  List special challenges to mission work in any region.
16.  Evaluate news reports.

MAJOR ACTIVITIES:
1.  Map studies
2.  Discussion
3.  Topical lectures
4.  Reports
5.  News items
6.  Written Assignments
7.  Geography fair

MAJOR RESOURCE MATERIALS:
1.  Selected text
2.  Maps
3.  Atlas
4.  Almanac
5.  Library materials
6.  Various periodicals
7.  Videos

MEANS OF STUDENT EVALUATION:
1.  Coursework
2.  Quizzes and tests
3.  Participation
4.  Reports
5.  Projects

CONGRATULATIONS to our cheerleaders!  The seven girls in the attached photo have been working very hard for the last five weeks.  They are on their way to North Carolina on March 3rd to compete in the Christian Cheerleading Association NATIONAL competition.  (Back to front, left to right) Shawna Nelson, Mary Romero, Karlee Burns, Nicollette Singleton, Emily Reynolds, Katie Massey, and Dana Bechtol.

The focus in the Health course is to teach the skills that enable students to make healthy choices and avoid high-risk behaviors. The course is organized so that the students increase in knowledge, attitudes, and skills about: nutrition and physical activity, growth, development, sexual health, injury prevention and safety, alcohol, tobacco and other drugs, mental, emotional, social health, and personal and community health. Students are encouraged to compare and contrast their beliefs and perceptions about health issues, and have the opportunity to practice essential skills to maintain healthy lifestyles.

This course fulfills the California state requirements for high school graduation. It is a one semester course, offered during the freshman year of high school. Topics included are Body Systems, Nutrition, Infectios Diseases, Life Managment,Physical Fitness, Drugs & Alcohol, and Adolescent Maturity, Relationships and Responsibility. 

Physical activites

Junior High Bible class is focused on three areas, Bible knowledge, personal growth and ministering to our world. Through out the year we will look at the parts of Bible, the books and the tools we can use to find specific scripture.  We will also study Old Testament kings Saul, David and Solomon.  We will spend time looking at our world, our community, our school, our family, and ourselves to gain a better understanding of what God wants from us as individuals and how we can be better used to spread the word of God. We will also look at some of the organizations that are actively being the hands and feet of God. 

The library works to supplement the teachers classroom lessons. This goal is accomplished by the purchase of; books, DVDs, audio books, database subscription, and computers. The library computers are available for on-line research.
The library also provides other educational services such as inter-net mysteries and search brochures to help students more efficiently and effectively use the internet for research. We also have lessons to aid our students in becoming familiar with our library. APA format brochures are also available for students to correctly document their research in their projects. Lastly, we also work to provide a variety of reading genres to encourage student reading.
If you have any book suggestion to add to our wish list, or wish to help with our Helps list you can e-mail me at .  Thank you.  To see our current wish list and Helps list click the see more link below. 

The purpose of this course is to develop thinking and reasoning skills, provide general knowledge of basic mathematical concepts including number systems, operations, geometry, and functions, to develop problem-solving abilities as well as speed and accuracy in computation and to promote an interest in and an enjoyment of mathematics.
The importance of this course is the development of the reasoning and problem-solving skills essential throughout life. Also important is the general knowledge and computational skills necessary for placement and aptitude testing. Such general goals require both content and process. Certain content topics must be covered to prepare students for standardized tests but all the goals require teachers to employ appropriate processes. Skill development requires the process of regular review. Developing reasoning ability requires regular challenges to students’ thinking processes.
It is the purpose of this course to meet the needs of various teachers and students. Since every class is unique and students have varying abilities, the course will adapt the materials to the students. The teacher is the key to the students’ learning with an attitude that will set the tone for the class. This fact will be considered when assigning homework with three alternatives available: (1) minimum, (2) standard, and (3) extended. Efforts to improve student attitudes will bring greater success. A sense of success in solving challenging problems, a recognition of the power of mathematics, and an interest in further development of mathematical skills will impart students with attitudes for success.
Symbolic reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics. In addition, algebraic skills and concepts are developed and used in a wide variety of problem-solving situations. Students begin by classifying real numbers, using the order of operations, finding absolute value, and performing the basic operations on real numbers. Properties are introduced to simplify numerical expressions and solving one-step, two-step, and literal equations. Students graph on a coordinate plane, analyze and compare statistical graphs, and graph functions after differentiating between relations and functions.
Students use rates, ratios, and proportions, probability of independent and dependent events, arithmetic sequencing, scientific notation, and deductive and inductive reasoning. Students find rates of change and slope using slope formula. Students solve percent problems and analyze measures of central tendency. Students determine the theoretical probability of an event, create and display data by tables, bar graphs, box-and-whisker plots, stem-and-leaf plots, and histograms.
Students graph linear functions and inequalities as well as systems of linear equations and absolute value functions. Students understand the concepts of parallel and perpendicular lines and how their slopes are related. Students solve a system of two linear equations in two variables graphically, by substitution, addition, and elimination.
Students add, subtract, multiply, and divide monomials and polynomials using multistep problems, including word problems. They apply basic factoring techniques to second- and simple third-degree polynomials including finding a common factor for all terms, recognizing the difference of two squares and perfect squares of binomials.
Students know the quadratic formula and are familiar with its proof, use it to find the roots of second-degree polynomials, solve quadratic equations, graph quadratic functions, and use the quadratic formula or factoring techniques to determine whether the graph will intersect the x-axis in zero, one, or two points.
These algebraic principles are applied to physical problems, such as motion or distance, and work, rate, interest, and mixture problems. Students use and know aspects of a logical argument explaining the difference between inductive and deductive reasoning and use counterexamples to show that an assertion is false and sufficient to refute an assertion. They will use properties of numbers to construct valid arguments in claiming assertions and whether these properties and the order of operations have been applied correctly at each step.

The purpose of this course is to develop thinking and reasoning skills, provide general knowledge of basic mathematical concepts including number systems, operations, geometry, and functions, to develop problem-solving abilities as well as speed and accuracy in computation and to promote an interest in and an enjoyment of mathematics.
The importance of this course is the development of the reasoning and problem-solving skills essential throughout life. Also important is the general knowledge and computational skills necessary for placement and aptitude testing. Such general goals require both content and process. Certain content topics must be covered to prepare students for standardized tests but all the goals require teachers to employ appropriate processes. Skill development requires the process of regular review. Developing reasoning ability requires regular challenges to students’ thinking processes.
It is the purpose of this course to meet the needs of various teachers and students. Since every class is unique and students have varying abilities, the course will adapt the materials to the students. The teacher is the key to the students’ learning with an attitude that will set the tone for the class. This fact will be considered when assigning homework with three alternatives available: (1) minimum, (2) standard, and (3) extended. Efforts to improve student attitudes will bring greater success. A sense of success in solving challenging problems, a recognition of the power of mathematics, and an interest in further development of mathematical skills will impart students with attitudes for success.
This discipline complements and expands the mathematical content and concepts of algebra I and geometry. Students who master algebra II will gain experience with algebraic solutions of problems in various content areas. Students will solve problems in these areas which include: operations of number systems (real and complex), linear equations and inequalities, (functions and graphing), solving quadratic equations by factoring, completing the square, and by use of the Quadratic Formula. Students add, subtract, multiply, divide, and evaluate radical and exponential expressions, graph functions, and solve equations. Students solve systems of equations and inequalities using various methods and simplify rational expressions and equations.
Trigonometry is introduced by right, special, and reciprocal triangular ratios along with functions, radian measure, amplitude, and period. Students prove simple laws of logarithms and understand and use the properties of logarithms to simplify logarithmic expressions. Students use fundamental counting principles to compute combinations and permutations and use these principles to compute probabilities. They know the binomial theorem and demonstrate and explain how geometry of the graph of a conic section depends on the coefficients of the quadratic equation representing it.

This course deals with personal records, banking transactions, purchasing for both personal and household needs, various types of insurance, personal financing, and credit. This course offers insight into savings and investing, home ownership, travel and transportation expenses, taxes and social security and determining income.
1) The student will keep personal records, do basic banking transactions, figure travel and transportation expenses, file income tax forms, determine wages due and use various tax and insurance tables.
2) The student will learn strategies for critical thinking and problem solving.
3) Student will provide general knowledge of basic mathematical concepts including percentages, fractions, geometry, algebra, and economics.
4) Student will develop speed and accuracy in computation.
5) Student will promote an interest in and an enjoyment of mathematics.

The purpose of this class is to enable students to become proficient in introductory analytic geometry, the theory of limits, differential calculus of algebraic and trigonometric functions, applications of differentiation, anti-derivatives, and the definite integral. This course provides an excellent opportunity for the student to experience a college level mathematics course in a high school setting. Students who are interested in math and who desire to enter the math or science field will find this course challenging and very helpful in their further studies.

Geometry emphasizes reasoning and logical thinking. This course connects geometry to algebra, data analysis, probability, and trigonometry. Specific topics include transformations, polygons, Cartesian coordinate system, area of plane figures, surface area and volume of solids and a review of Algebra I skills. This is a course for students who expect to continue their study of mathematics in high school, technical school or college. While mathematical skills will be developed, teaching will focus on understanding of the concepts in-depth, enabling students to apply mathematical skills and make meaningful connection to life experiences.

Covers state standards for pre-algebra.

ADVANCED MATH:  This is a 11th/12th grade preparatory course for students intending to take college level Calculus.
This year long course is based primarily on the California State Standards for Trigonometry and Mathematical Analyses. This class includes further study of trigonometry, logarithms, and graphs of rational functions, matrices, probability, and statistics. It also includes an introduction to basic topics in calculus such as sequences, limits, and derivatives.

The purpose of this course is to have students do practical statistical data analysis and to think statistically. The course exposes students to the use and need for statistics in a broad range of careers such as allied health fields, business, economics, engineering, physical sciences, journalism, communications, humanities and liberal arts. Students will learn that mathematics makes discussions of statistical information, concepts, probabilities, and inference clear and concise. Since much of modern day statistical computations are calculated by technology the course concentrates on understanding the concepts, methods, and the proving of the theorems of statistics. Students will receive a strong grounding in statistical thought which will prepare them for college level statistics in what ever field of study the student chooses to pursue.